Critical Thinking_BoceAndOliver_Sofia2011_01.ppt

Critical thinking and education

1. International Conference on Physics
In Memoriam Acad. Prof. Matey Mateev
Mathematics and
science teachers’
concept of critical
thinking
Boce Mitrevski and Oliver Zajkov
Faculty of Natural Sciences and Mathematics, University in Skopje,
Republic of Macedonia
Sofia, April 10-12, 2011

2. INTRODUCTION
Education and schools - then, now and in
the future
Low-Order Cognitive Skills (LOCS)
Higher-Order Cognitive Skills (HOCS)
The future of education

3. Concern about math and science education
“Inadequacies in precollege math and science
education are a chronic and serious threat to our
nation’s future”.
Carnegie Commission on Science, Technology and Government
INTRODUCTION

4. CRITICAL THINKING
There is no more central issue to
education than thinking and reasoning.
The quest for critical thinking has been at
the centre of educational reform for the
past 30 years.
Little progress has been made to achieve
this goal.

5. CRITICAL THINKING
A question about CT is both very old and
very new
Ancient times
John Dewey
Now (Robert Ennis, Richard Paul, John
McPeck, …)

6. CRITICAL THINKING
Definition
CT very simply stated, is the ability to analyze and
evaluate information.
CT is purposeful and reflective judgment
about what to believe or what to do in
response to observations, experience, verbal
or written expressions, or arguments.

7. CT is using thinking processes to actively and
skillfully conceptualize, apply, analyze,
synthesize or evaluate information gathered
from or generated by observation, experience,
reflection, reasoning or communication, to reach
factual or judgmental conclusions based on
sound inferences drawn from unambiguous
statements of knowledge or belief.
CRITICAL THINKING

8. CRITICAL THINKING

9. Participants
Part A (the first six items) consists of six more general questions about subject areas,
teachers experience, use of computer, internet and e-mail.
Part B consists of nineteen items which seek from the teachers the opinion about subject
they teach, and their opinion about themselves, their thoughts and beliefs.
Part C contains ten Likert-style items in the form of statement.
The last part D contains seven open-ended questions which seek opinion from teachers
concerning critical thinking, teaching methods and techniques, critical thinking related to
practice and teachers’ formal and nonformal education.
Methodology
Instrument

15. RESULTS

16. Number of
teachers
(N=89)
Teacher
experience
(years)
Computer
Yes/No
Internet
access
Yes/No
Email
Yes/No
Math 27 15 (-2)
Physics 26 20
Chemistry 18 16 (-1) (-1)
Biology 18 17 (-1) (-1) (-1)
Table 1. Characteristics of selected teachers in Macedonian secondary schools

17. Item 8.1
63
21
1 1
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
I like challenges I do not like challenges

18. Item 8.2
58
27
2
0
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
I like to solve
problems, puzzles…
I do not like to solve
problems, puzzles…

19. Item 8.3
16
28
15
25
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
I make decisions
quickly
I think over when I
make decisions

20. Item 8.7
12
23 22
29
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
I come to conclusions
quickly and easily
I come to conclusions
cautiously and carefully

21. Item 8.11
9
31
20
15
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
I am a conformist I am not a conformist
13

22. Item 9.1
5
26
14
43
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y
strongly
agree
slightly
agree
slightly
disagree
strongly
disagree
To think critically means to take
negative attitude and to oppose
to one’s opinion.

23. strongly
agree
slightly
agree
slightly
disagree
strongly
disagree
A literate person means a person
who can read, write and perform
basic arithmetic operations .
Item 9.2
15
26
21
26
1 2 3 4
Ticked box
F
r
e
q
u
e
n
c
y

24. PISA 2006
Programme for International Student Assessment
Reading literacy: An individual’s capacity to understand, use and reflect on written texts, in order
to achieve one’s goals, to develop one’s knowledge and potential and to participate in society.
Mathematical literacy: An individual’s capacity to identify and understand the role that
mathematics plays in the world, to make well-founded judgements and to use and engage with
mathematics in ways that meet the needs of that individual’s life as a constructive, concerned
and reflective citizen.
Scientific literacy: the ability to use scientific knowledge and processes not only to understand the
natural world but to participate in decisions that affect it.
Assessing Scientific, Reading and Mathematical Literacy
A Framework for PISA 2006

25. Item number
10 11 12 13 14 15 16
Math 3 8 5 7 5 18 8
Physics 6 10 6 10 10 13 10
Chemistry3 7 7 7 7 9 5
Biology 3 4 4 5 7 6 5
Total 15 29 22 29 29 46 28
Table 2. Number of teachers who did not answer any of the last seven questions

26. Which teaching and learning methods and
techniques do you use in your course?
frequency
Lecturing
Dialogue
Demonstration and hand-on activities
Group discussion
Individual work
Work in a group
Use of illustrations
Inquiry based learning
Experiment
Brainstorming
Project work
Use of internet
Self-assessment
Analysis and synthesis
Debate
Problem solving
Direct teaching
Outdoor lessons
34
22
20
18
15
12
10
7
5
4
4
4
3
3
3
3
1
1
Item 10

27. Teaching methods and techniques
that are not mentioned in teachers’ answers
Critical reading
Content analysis
Discovery learning
Poster session
Concept mapping
Web quest
Creating problem to solve problem
Reformulating the problem
Role playing
The film as a teaching technique
Science excursion
Quiz
Story telling
Case study
Think-aloud techniques
Verbal reports
Highlighting/note taken
Item 10

28. Table 3. Critical thinking definers
CT definers mentioned in teachers’ answers frequency
To take negative attitude and to oppose to one’s opinion
To be able to see his or her own position from others perspectives
How to apply knowledge in new situation
To use knowledge in real-life situations
The way how to overcame some situation or state
The things are not the same as they appear
To draw conclusion
Objective and fair-minded
Not to memorize, to analyze in order to make decision
My opinion to some aspect
Do not agree to one’s attitudes
To give your opinion
Thinking based on arguments and self analysis
To give opinion how to work and solve problems
To be critique in finding your mistake, errors, omissions, problems and
how to solve it
Self-control, to think more creatively
To think about problem, where is the problem…
How to find information, knowledge (critically)
Coming to knowledge through Wh questions
3
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
I
t
e
m

1
1

29. Table 4. Critical thinking definers used by expert
CT definers do not mentioned in teachers’ answers Group
problem solving, drawing conclusions, inductive reasoning
hypothesize, convergent thinking, higher order thinking,
deductive reasoning
metacognitive skills, Socratic questioning, constructive skepticism, open-
minded, rational thinking, evaluating assumptions
adequacy, fairness
objective, logical, accuracy,
consistency, precision, responsible
decision-making, synthesis
relevance, clarity, significance, completeness
active participation, self-directed, cooperative learning
intellectual challenges, independent thinking, student-centered
discovery learning
Scientific reasoning
Cognitive strategy
Conscientious judgments
Relevance
Intellectual engagement
I
t
e
m

1
1

30. Physics syllabus, grade 12
Physics, elective subject
(math and science group, combination A and B)
The specific goals of the course are:
-
-
- To develop the skills, including critical thinking skill, and
ability for logical end creative thinking.
Do The Ministry of Education guidelines require math
and science teachers to teach CT?

31. CONCLUSION
It is not easy to define CT.
There is no single definition of CT.
CT is sensitive to context.

32. CONCLUSION
A predisposition toward CT seems to be a characteristic of math and
science teachers.
Math and science teachers is not familiar with the term CT, so they do not
have a clear concept of what it means.
To understand the nature of CT math and science teachers must be asked
fundamental questions about the nature of knowledge, the importance of
thinking and process of teaching and learning.
We need to rise awareness of critical thinking among the public, teachers
and students.
Promotion, development and teaching for CT is responsibility to policy-
makers, universities, teachers and administrators.

33. Thank you